Artículos

2024

• Cantos-Egea,A., Camarero-Figuerola,M. y Tierno-García, J. (2024). Job Satisfaction of Child and Youth Residential Care Professionals: A European Overview. Qualitative Research in Education, 13(2), 126-148. http://dx.doi.org/10.17583/qre.13545

  Khaqan, S. y Redondo-Sama, G. (2024). A systematic review of the role of dialogic leadership: Characterization and impacts. Educational Research Review, 100618. https://doi.org/10.1016/j.edurev.2024.100618

• Novo-Molinero, MT., Morlà-Folch, T., Esteller, L.J., Molina Roldán, S. y Gómez González, A. (2024). Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons. Humanities and Social Sciences Communications, 11(354). https://doi.org/10.1057/s41599-024-02844-6
• Pulido, C., Cañaveras, P., Redondo-Sama, G. y Villarejo-Carballido, B. (2024). Do People Comment on Social Networks About Sexual Consent in TV Series? Rethinking Consent (or not) in Real Situations: Contributions from Debates in Social Media. Sexuality & Culture, 28, 270-292. https://doi.org/10.1007/s12119-023-10115-w

2023

• Andraszak, J., Alarcón, A., y Morlà-Folch, T.  (2023). What Can We Learn from the Street-Level Bureaucracy Approach Regarding Gender-Based Violence Support Services During the COVID-19 Lockdown Crisis? Violence and Gender, 10(1), 1-14. http://doi.org/10.1089/vio.2022.0032  
• Bordanoba Gallego, L., Serradell, O., Morlà-Folch, T., Ruiz-Eugenio, L., y Pulido, C. (2023). Feudalism, Meritocracy and Sexual Harassment. Social and Education History, 12(2), 119-133. https://doi.org/10.17583/hse.11788 
• Camarero-Figuerola, M., Tierno-García, J.M., Iranzo-García, P., y Renta-Davids, A.I. (2023). Desafíos para aumentar el uso de los resultados de la investigación educativa. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 21(3), 61-84. https://doi.org/10.15366/reice2023.21.3.004
• Moya, S., y Camacho, M. (2023). Developing a Framework for Mobile Learning Adoption and Sustainable Development. Technology, Knowledge And Learning, 28(2), 727-744. https://doi.org/10.1007/s10758-021-09537-y
• Oliver, E., Redondo-Sama, G., de Aguileta, A.L., y Burgués-Freitas, A. (2023). Research agenda to engage citizens in science through social media communicative observations. Humanities and Social Sciences Communications, 10, 447. https://doi.org/10.1057/s41599-023-01954-x
• Pulido, C., Cañaveras, P., Redondo-Sama, G., y Villarejo-Carballido, B. (2023). Do People Comment on Social Networks About Sexual Consent in TV Series? Rethinking Consent (or not) in Real Situations: Contributions from Debates in Social Media. Sexuality & Culture. https://doi.org/10.1007/s12119-023-10115-w 

2022

• Aiello Cabrera, E., Sordé-Martí , T., Khalfaoui, A., y Redondo-Sama, G. (2022). Dialogic traits of Roma women leadership. Multidisciplinary Journal of Gender Studies, 11(3), 200-232. https://doi.org/10.17583/generos.10784 
• Camarero-Figuerola, M., Cebrián-Bernat, G., Iranzo-García, P., y Tierno-Garcia, J.M. (2022). School leadership practices, challenges and opportunities in Spain from key agents' perspective. Cogent Social Sciences, 8(1). https://doi.org/10.1080/23311886.2022.2126604
• Camarero-Figuerola, M., Renta-Davids, A.I., Tierno-García, J.M., y Gilabert-Medina, S. (2022). Teaching motivation, learning approaches, and academic success among prospective teachers in Catalonia (Spain). Teachers and Teaching, 29(2), 195-219.  https://doi.org/10.1080/13540602.2022.2159363
• Cebrián, G., Mogas, J., Palau, R., y Fuentes, M. (2022). Sustainability and the 2030 Agenda within schools: a study of school principals' engagement and perceptions. Environmental Education Research, 28(6), 845-866. https://doi.org/10.1080/13504622.2022.2044017
• Cebrián, G., Moraleda, A., Galán, D., y Andújar, O. (2022). A Preliminary Study Comparing Pre-Service and In-Service School Principals' Self-Perception of Distributed Leadership Competencies in relation to Teaching and Managerial Experience. Frontiers in Psychology, 13, 720459. https://doi.org/10.3389/fpsyg.2022.720459  
• Dueñas, J. M., Morales-Vives, F., Camarero-Figuerola, M., y Tierno-García, J.M. (2022). Spanish Adaptation of the Family Involvement Questionnaire - High School: Version for Parents. Psicología Educativa, 28(1), 31-38. https://doi.org/10.5093/psed2020a21
• Mogas, J., Palau, R., Fuentes, M., y Cebrián, G. (2022). Smart Schools on the way: How school principals from Catalonia approach the future of education within the Fourth Industrial Revolution. Learning Environments Research, 25, 875-893. https://doi.org/10.1007/s10984-021-09398-3 
• Morlà-Folch, T., Renta, A.I, Padrós, M., y Valls, R. (2022). A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 37, 100482. https://doi.org/10.1016/j.edurev.2022.100482
• Munté-Pascual, A., Khalfaoui, A., Valero, D., y Redondo-Sama, G. (2022). Social Impact Indicators in the Context of the Roma Community: Contributions to the Debate on Methodological Implications. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211064668
• Munté-Pascual, A., Redondo-Sama, G., De Vicente, I., y Matulic ,V. (2022). You Are Not Alone: The (In)Visible Homeless and the Role of Social Workers and Related Professionals. International Journal of Environmental Research and Public Health, 19(16), 10070. https://doi.org/10.3390/ijerph191610070
• Valls-Carol, R., Rodrigues de Mello, R., Rodríguez-Oramas, A., Khalfaoui, A., Roca-Campos, E., Guo, M., y Redondo, G. (2022).The Critical Pedagogy that Transforms the Reality. International Journal of Sociology of Education 11(1), 58-71. http://dx.doi.org/10.17583/rise.7088

2021

• Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., y Zint, M. (2021). Key competencies in sustainability in higher education-toward an agreed-upon reference framework. Sustainability Science, 16(1), 13-29. https://doi.org/10.1007/s11625-020-00838-2 
• Cebrián, G., Junyent, M., y Mulà, I. (2021). Current Practices and Future Pathways towards Competencies in Education for Sustainable Development. Sustainability, 13, 8733. https://doi.org/10.3390/su13168733
• Cebrián, G., Moraleda, A., Fernández, M., Fuertes, M, Segalàs, J., y Gutiérrez, I. (2021). Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators. Teachers and Teaching: Theory and Practice, 27(6), 488-505. https://doi.org/10.1080/13540602.2021.1977269 
• Dueñas, J.M., Camarero-Figuerola, M., y Castarlenas, E. (2021). Academic Help-Seeking Beliefs and Behaviors, and Their Relationship with Emotional Variables. Sustainability, 13(11), 6120. https://doi.org/10.3390/su13116120 
• Joanpere, M., Redondo-Sama, G., Aubert, A., y Flecha, R. (2021). I Only Want Passionate Relationships: Are You Ready for That? Frontiers in Psychology, 12, 673953. https://doi.org/10.3389/fpsyg.2021.673953
• Morlà-Folch, T., Aubert, A., Burgués de Freitas, A., y Hernández-Lara, A.B. (2021). The Mondragon Case: Companies Addressing Social Impact and Dialogic Methodologies. International Journal of Qualitative Methods, 20, 1-9 https://doi.org/10.1177/16094069211058614
• Moya, S., y Camacho, M. (2021). Developing a Framework for Mobile Learning Adoption and Sustainable Development. Technology, Knowledge And Learning, 28, 727-744. https://doi.org/10.1007/s10758-021-09537-y
• Moya, S., y Camacho, M. (2021). Identifying the key success factors for the adoption of mobile learning. Education And Information Technologies, 26(4), 3917-3945. https://doi.org/10.1007/s10639-021-10447-w
• Palau, R., Fuentes, M., Mogas, J., y Cebrián, G. (2021). Analysis of the implementation of teaching and learning processes in Catalan schools during the Covid-19 lockdown. Technology, Pedagogy and Education, 30(1), 183-199. https://doi.org/10.1080/1475939X.2020.1863855 
• Redondo-Sama, G., Morlà-Folch, T., Burgués, A., Amador, J., y Magaraggia, S. (2021). Create Solidarity Networks: Dialogs in Reddit to Overcome Depression and Suicidal Ideation among Males. International Journal of Environmental Research and Public Health, 18(22), 11927. https://doi.org/10.3390/ijerph182211927  
• Rodriguez-Oramas, A.,  Morla-Folch, T., Vieites Casado, M., y Ruiz-Eugenio, L. (2021). Improving students' academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study. Cambridge Journal of Education, 52(2), 235-254. https://doi.org/10.1080/0305764X.2021.1973374

2020

• Camacho Martí, M., Albalat Martínez, A., y Marín Cos, E. (2020). Desenvolupar l'ús educatiu dels dispositius tecnològics: el Pla mòbils.edu. Perspectiva Escolar. Associació de Mestres Rosa Sensat, 409, 1-15. https://www.rosasensat.org/revista/el-mobil-a-laula-num-409/monografic-desenvolupar-lus-educatiu-dels-dispositius-tecnologics-el-pla-mobils-edu/
• Camarero-Figuerola, M., Dueñas, J.M., y Renta-Davids, A.I. (2020). The Relationship between family involvement and academic variables: A systematic review. Research in Social Sciences and Technology, 5(2), 57-71. https://doi.org/10.46303/ressat.05.02.4  
• Camarero-Figuerola, M., Tierno-García, J.M., Barrios-Arós, C., e Iranzo-García, P. (2020). Liderazgo y éxito escolar en contextos desfavorecidos: La perspectiva de los directores. Revista de Educación, 388, 167-192. https://doi.org/10.4438/1988-592X-RE-2020-388-451 
• Cebrián, G. (2020). La educación para el desarrollo sostenible en el currículum universitario: una investigación-acción cooperativa con profesorado. Revista Iberoamericana de Educación Superior, 30(XI), 99-114. https://doi.org/10.22201/iisue.20072872e.2020.30.590  
• Cebrián, G. (2020). Facilitating action research: reflections on the challenges and opportunities faced by a doctoral researcher engaged in education for sustainable development. Educational Action Research, 28(4), 668-685. https://doi.org/10.1080/09650792.2019.1647862
• Cebrián, G., Junyent, M., y Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12(10), 579-587. https://doi.org/10.3390/su12020579 
• Cebrián, G., Palau, R., y Mogas, J. (2020). The Smart Classroom as a means to the development of ESD methodologies. Sustainability, 12(7), 3010.  https://doi.org/10.3390/su12073010  
• Fernández, M., Cebrián, G., Regadera, E., y Fernández, M.Y. (2020). Analysing the Relationship between University Students' Ecological Footprint and Their Connection with Nature and Pro-Environmental Attitude. International Journal of Environmental Research and Public Health, 17(23), 8826. https://doi.org/10.3390/ijerph17238826  
• Garcia Yeste, C., El Miri, O., Álvarez, P., y Morlà, T. (2020). Muslim women wearing the niqab in Spain: Dialogues around discrimination, identity and freedom. International Journal of Intercultural Relations, 75, 95-100. https://doi.org/10.1016/j.ijintrel.2020.02.003  
• Garcia Yeste, C., Joanpere, M., Rios, O., y Morlà, T. (2020). Creative friendship and political diversity in Catalonia. Journal of Social and Personal Relationships. Journal of Social and Personal Relationships, 37(7), 2035-2052. https://doi.org/10.1177/0265407520916827
• Girbés-Peco, S., Joanpere, M., Mara, L., y Morlà-Folch, T. (2020). The role of the democratic organisation in the La Borda housing cooperative in Spain. Habitat International, 102, 102208. https://doi.org/10.1016/j.habitatint.2020.102208  
• Iranzo-García, P., Camarero-Figuerola, M., Tierno-García, J.M., y Barrios-Arós, Ch. (2020). Leadership and Professional Identity in School Teacher Training in Spain (Catalonia). Journal of Education for Teaching, 46(3), 309-323. https://doi.org/10.1080/02607476.2020.1750935 
• Morales-Vives, F., Dueñas, J.M., Vigil-Colet, A., y Camarero-Figuerola, M. (2020). Psychological variables related to adaptation to the COVID-19 lockdown in Spain. Frontiers in Psychology, 11, 565634. https://doi.org/10.3389/fpsyg.2020.565634
• Morlà-Folch, T., Ríos González, O., Mara, L.C., y García Yeste, C. (2020). Impact of the extension of learning time on the learning space of the platform for people affected by mortgages Tarragona. Learning, Culture and Social Interaction, 24, 100369. https://doi.org/10.1016/j.lcsi.2019.100369  
• Moya Pereira, S., y Camacho Marti, M. (2020).  A taxonomy of Mobile Learning based on Systematic Review. International Journal Of Mobile Learning And Organization, 14(4), 425-455. https://doi.org/10.1504/IJMLO.2020.10030686
• Pejić Bach, M., Pulido, C., Suša Vugec, D., Ionescu, V., Redondo-Sama, G., y Ruiz-Eugenio, L. (2020). Fostering Social Project Impact with Twitter: Current Usage and Perspectives. Sustainability, 12(15), 6290. https://doi.org/10.3390/su12156290
• Pulido Rodríguez, C., Villarejo Carballido, B., Redondo-Sama, G., Guo, M., Ramis, M., y Flecha, R. (2020). False News Around COVID-19 Circulated Less On Sina Weibo Than On Twitter. How To Overcome False Information? International and Multidisciplinary Journal of Social Sciences, 9(2), 1-22. https://doi.org/10.17583/rimcis.2020.5386
• Pulido, C M., Villarejo-Carballido, B., Redondo-Sama, G., y Gómez, A. (2020). COVID-19 infodemic: More retweets for science-based information on coronavirus than for false information. International Sociology, 35(4), 377-392. https://doi.org/10.1177/0268580920914755
• Pulido, C., Ruíz-Eugenio, L., Redondo-Sama, G., y Villarejo-Carballido, B. (2020). A New Application of Social Impact in Social Media for Overcoming Fake News in Health. International Journal of Environmental Research and Public Health, 7(7), 2430. https://doi.org/10.3390/ijerph17072430
• Redondo-Sama, G. (2020). Supporting Democracy Through Leadership in Organizations. Qualitative Inquiry, 26(8-9), 1033-1040. https://doi.org/10.1177/1077800420938885
• Redondo-Sama, G., Matulic, V., Munté-Pascual, A., y de Vicente, I. (2020). Social Work during the COVID-19 Crisis: Responding to Urgent Social Needs. Sustainability, 12(20), 8595. https://doi.org/10.3390/su12208595
• Redondo, G., Díez-Palomar, J., Campdepadrós, R., y Morlà, T. (2020). Communicative Methodology: Contributions to Social Impact Assessment in Psychological Research. Frontiers in Psychology, 11, 286. https://doi.org/10.3389/fpsyg.2020.00286  
• Renta-Davids, A.I., Camarero-Figuerola, M., y Tierno-García, J.M. (2020). Assessment of Quality Education Awareness Competence of Pre-Service Educators using Vignettes. Sustainability, 12(23),10203. https://doi.org/10.3390/su122310203 
• Soler, M., Morlà-Folch, T., García-Carrión, R., y Valls, R. (2020). Transforming rural education in Colombia through family participation: The case of school as a learning community. JSSE - Journal of Social Science Education, 18(4), 67-80. https://doi.org/10.4119/jsse-3251
• Tellado, I., Lepori, B., y Morlà-Folch, T. (2020). WIEGO: Communicative Daily Life Stories to Assess Social Impact in the Lives of Informal Workers. Qualitative Inquiry, 26(8-9), 962-969. https://doi.org/10.1177/1077800420938680
• Tierno-García, J.M., Camarero-Figuerola, M., Barrios-Arós, Ch., e Iranzo-García, P. (2020). Semi-professional School Leadership: Gender differences. European Journal of Education. Research, Development and Policy, 55(4), 587-601. https://doi.org/10.1111/ejed.12416 
• Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., y Morlà-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162-180. https://doi.org/10.1080/00131881.2020.1755605  

2019

• Cebrián, G., Fernández, M., Fuertes, M.T., Moraleda, Á., y Segalàs, J. (2019). La influencia del aprendizaje-servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios. Bordón. Revista De Pedagogía, 71(3), 151-167. https://doi.org/10.13042/Bordon.2019.68276
• Cebrián, G., Pascual, D., y Moraleda, A. (2019). Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International. Journal of Sustainability in Higher Education, 20(7), 1171-1190. https://doi.org/10.1108/IJSHE-10-2018-0168  
• Cebrián, G., Segalàs, J., y Hernández, A. (2019). Assessment of sustainability competencies: a literature review and future pathways for ESD research and practice. Central European Review of Economics and Management, 3(3), 19-44. https://doi.org/10.29015/cerem.664 
• González-Martínez, J., Camacho Martí, M., y Gisbert Cervera, M. (2019). Inside a 3D simulation: Realism, dramatism and challenge in the development of students' teacher digital competence. Australasian Journal of Educational Technology, 35(5), 1-14. https://doi.org/10.14742/ajet.3885
• Joanpere, M., y Morlà, T. (2019). New Alternative Masculinities, the Struggle within and for the Feminism in Higher Education. Masculinities and Social Change, 8(1),42-63. https://doi.org/10.17583/mcs.2019.3936
• Morlà, T., Cascón-Pereira, R., y Brunet, I. (2019). Exploring the creative process in architecture students and professionals. Thinking Skills and Creativity, 34, 100608. https://doi.org/10.1016/j.tsc.2019.100608
• Morlà-Folch, T., Joanpere-Foraster, M., y Papaoikonomou, E. (2019). Promoting Creativity in the Cooperative Work Environment: A Case Study of the Lacol Cooperative. The Qualitative Report, 24(11), 2722-2746. https://doi.org/10.46743/2160-3715/2019.3947 

2018

• Camacho Martí, M., y Esteve Mon, F.M. (2018). El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria Revista De Educación. Ministerio de Educación Cultura y Deporte: Centro de Publicaciones, 379, 170-191. https://doi.org/10.4438/1988-592X-RE-2017-379-366
• Cebrián, G. (2018). The I3E model for embedding Education for Sustainability within higher education institutions. Environmental Education Research, 24(2), 153-171. https://doi.org/10.1080/13504622.2016.1217395
• Iranzo-García, P., Camarero-Figuerola, M., Barrios-Arós, Ch., y Tierno-García, J.M. (2018). FORMACIÓN PARA LA FUNCIÓN DIRECTIVA EN LA ESCUELA: EL CASO DE TARRAGONA (CATALUÑA). Bordón. Revista De Pedagogía, 70(2), 57-72. https://doi.org/10.13042/Bordon.2018.54487
• Iranzo-García, P., Camarero-Figuerola, M., Barrios-Arós, Ch., Tierno-García, J.M., y Gilabert-Medina, S. (2018). ¿Qué Opinan los Maestros sobre las Competencias de Liderazgo Escolar y Sobre su Formación Inicial? REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(3), 29-48. DOI: https://doi.org/10.15366/reice2018.16.3.002
• Risco, M., y Cebrián, G. (2018). Análisis de la percepción de la educación para la sostenibilidad por parte del profesorado de Educación Secundaria y Bachillerato. Enseñanza de las ciencias, 36(3), 141-162. https://raco.cat/index.php/Ensenanza/article/view/343232
• Tejedor, G., Segalàs, J., y Cebrián, G. (2018). Action research workshop for transdisciplinary sustainability science. Sustainability Science, 13, 493-502. https://doi.org/10.1007/s11625-017-0452-2